Data Practices the Fuel High Performinig PLC’s Doug Reeves Cooper Mission Provide all children with the relevant tools to develop a foundation for living, learning and working successfully. VisionCooper or is a learning community characterized by a responsive, child-centered philosophy that respects diversity and supports high expectations for the learning of all in a safe environment.
Brett- Don’t wait for the State/District to “Get it Right” Motivates: Data on personal and team progress Small wins *Catalysts vs inhibitors *Nourisher vs toxic Learn more for working through something the doesn’t work… than being fearful/indecisive Welcome the skeptic band the cynic Always error on the side of… Specificity vs ambiguity The “Enemy” is not each other… it is ambiguity Faculty Morale- (Team discussion) Present reality: Clean slate Moral Imperative: Making Cooper a place where people want to be and invest their time, energy, love
* 7 to 1 Seven days of “in classroom work with teacher & student” to one day presenting/philosophy Select the 6 priorities for the building: Build Critical Mass Needs to be 90% *DIFFERENCE between and effective and ineffective meeting is… do we know the NEXT STEP. “Multi-task’ers are just lousy at everything,,, High multi-taskers are suckers for irrelevancy” -Research Focus Efficacy (teacher influenced results of student learning) Monitoring The implementation audit: What is our initiative inventory? What is the range of implementation? What is the relationship between implementation and student learning?
2 – Progressing Meetings are held at least quarterly and are largely led by the principal or a designated teacher leader. Most of the meetings focus on the display of data, typically downloaded from the system’s data warehouse. The data are accurate, clear, and easy to understand. There is minimal evidence that the data are used to influence teacher and leadership practices. Written minutes are inconsistent. There is minimal evidence that teacher and leadership actions are measured and related in clear and specific terms to student results. The emotional context of the meeting appears to be largely one‐way communication from the leaders to the teachers, with little indication that the data are collectively analyzed and used to make better decisions. 3 – Proficient Teacher and leaders meet at least once a month to review data. There are written records of each meeting that show the data reviewed, the teacher and leadership actions considered, and the relationship between adult actions and student results. There is a clear and consistent record of decision‐making directly related to the data – that is, specific changes in instructional and leadership practices designed to improve student results. Reviews of individual classroom results lead to the identification of best practices, and there is evidence that these practices are replicated by others. The meeting is typically led by the principal and one or two designated teacher‐leaders. 4 – Exemplary Teachers and building administrators meet at least weekly to examine data on student results and also measurable variables regarding teacher and leadership actions that were related to those results. Each meeting has a written record of the items discussed; data reviewed, decisions made, and reviews of previous decisions. There is clear and consistent evidence of mid‐course corrections during the year, showing that teachers and leaders modified their instructional plans, schedules, assessments, and professional practices based on the changing needs of students. There is clear and consistent evidence of differentiation for both students and teachers – that is, students who are struggling or who need enrichment receive specifically differentiated instruction and assessment to meet their needs, and teachers who need additional assistance receive coaching, support, and modeling to meet their specific needs. The data reviewed includes a variety of sources, including system wide tests, building assessments, classroom assessments, teacher observations, and leader observations. Best practices of classroom teachers and administrators are identified, documented, and eplicated. There is clear evidence that best practices by one educator or administrator are replicated by others. The emotional environment of the data team meetings is free from fear and full of mutual encouragement and exploration. Different teacher leaders take roles in leading the meeting, and there is clearly a momentum for data analysis focused on student success that does not depend upon a single leader. 3 – Proficient PBIS Meet every 2 weeks- (Building Team) Staff data share: monthly Written records Team progress All POV’s are considered (Everyone has a Voice) Relationship between adult actions and student results ( Record of decisions based on data Admin… Reward “failure” as you reward “success” 4-The “Not to Do” List Rules of the game: Think small: activities, units, transitions, meetings, emails, contacts. Weed your own garden: Take personal responsibility. This activity is a “no blame” zone, and the only person who can make it succeed is you. Consider the consequences of failing to do this: You guarantee failure for every good idea from this institute because there is not time, resources, or emotional energy to initiate new activities unless you take some things off the table. 7. Standards of Evidence in Education Level 1: Personal belief and opinion Level 2: Personal experience Level 3: Experience, beliefs, and opinions shared by others Level 4: Objective observation Level 5: Preponderance of the evidence Common Claim in My School Evidence to Support That Claim Evidence Level (1–5)
* Standards of Evidence in Education-Document WSLA2011 folder 11. Feedback: The Most Powerful Impact on Student Learning Criteria for effective feedback: Accurate Timely Specific Constructive See…Read “The Learning Leader” By: ASCD
Copied from Slides: 4. Implementation The impact of implementation on student achievement: How do you measure Implementation? Create an implementation rubric. Questions: Identify an instructional strategy that is important to you right now. Describe an “acceptable” or “proficient” level of performance for this strategy. Describe performance that is “progressing” but not quite proficient yet. Describe performance that is “not meeting standards”—it hurts students and colleagues. Describe performance that is “exemplary”—far better than “proficient.” This would challenge even the most veteran and expert colleague to improve.
Doug Reeves
Cooper
Mission
Provide all children with the relevant tools to develop a foundation for living, learning and working successfully.
VisionCooper or is a learning community characterized by a responsive, child-centered philosophy that respects diversity and supports high expectations for the learning of all in a safe environment.
Brett-
Don’t wait for the State/District to “Get it Right”
Motivates: Data on personal and team progress
Small wins
*Catalysts vs inhibitors
*Nourisher vs toxic
Learn more for working through something the doesn’t work… than being fearful/indecisive
Welcome the skeptic band the cynic
Always error on the side of… Specificity vs ambiguity
The “Enemy” is not each other… it is ambiguity
Faculty Morale- (Team discussion)
Present reality: Clean slate
Moral Imperative: Making Cooper a place where people want to be and invest their time, energy, love
* 7 to 1
Seven days of “in classroom work with teacher & student” to one day presenting/philosophy
Select the 6 priorities for the building:
Build Critical Mass Needs to be 90%
*DIFFERENCE between and effective and ineffective meeting is… do we know the NEXT STEP.
“Multi-task’ers are just lousy at everything,,, High multi-taskers are suckers for irrelevancy”
-Research
Focus
Efficacy (teacher influenced results of student learning)
Monitoring
The implementation audit:
What is our initiative inventory?
What is the range of implementation?
What is the relationship between implementation and student learning?
2 – Progressing
Meetings are held at least quarterly and are largely led by the principal or a designated teacher leader. Most of the meetings focus on the display of data, typically downloaded from the system’s data warehouse. The data are accurate, clear, and easy to understand. There is minimal evidence that the data are used to influence teacher and leadership practices. Written minutes are inconsistent. There is minimal evidence that teacher and leadership actions are measured and related in clear and specific terms to student results. The emotional context of the meeting appears
to be largely one‐way communication from the leaders to the teachers, with little indication that the data are collectively analyzed and used to make better decisions.
3 – Proficient
Teacher and leaders meet at least once a month to review data. There are written records of each meeting that show the data reviewed, the teacher and leadership actions considered, and the relationship between adult actions and student results. There is a clear and consistent record of decision‐making directly related to the data – that is, specific changes in instructional and leadership practices designed to improve student results. Reviews of individual classroom results lead to the identification of best practices, and there is evidence that these practices are replicated by others.
The meeting is typically led by the principal and one or two designated teacher‐leaders.
4 – Exemplary
Teachers and building administrators meet at least weekly to examine data on student results and also measurable variables regarding teacher and leadership actions that were related to those results. Each meeting has a written record of the items discussed; data reviewed, decisions made, and reviews of previous decisions. There is clear and consistent evidence of mid‐course corrections during the year, showing that teachers and leaders modified their instructional plans, schedules, assessments, and professional practices based on the changing needs of students. There is clear and
consistent evidence of differentiation for both students and teachers – that is, students who are struggling or who need enrichment receive specifically differentiated instruction and assessment to meet their needs, and teachers who need additional assistance receive coaching, support, and modeling to meet their specific needs. The data reviewed includes a variety of sources, including system wide tests, building assessments, classroom assessments, teacher observations, and leader observations. Best practices of classroom teachers and administrators are identified, documented, and eplicated. There is clear evidence that best practices by one educator or administrator are replicated by others. The emotional environment of the data team meetings is free from fear and full of mutual encouragement and exploration. Different teacher leaders take roles in leading the meeting, and there is clearly a momentum for data analysis focused on student success that does not depend upon a single leader.
3 – Proficient PBIS
Meet every 2 weeks- (Building Team)
Staff data share: monthly
Written records Team progress
All POV’s are considered (Everyone has a Voice)
Relationship between adult actions and student results (
Record of decisions based on data
Admin…
Reward “failure” as you reward “success”
4-The “Not to Do” List Rules of the game:
Think small: activities, units, transitions, meetings, emails, contacts.
Weed your own garden: Take personal responsibility. This activity is a “no blame” zone, and the only person who can make it succeed is you.
Consider the consequences of failing to do this: You guarantee failure for every good idea from this institute because there is not time, resources, or emotional energy to initiate new activities unless you take some things off the table.
7. Standards of Evidence in Education
Level 1: Personal belief and opinion
Level 2: Personal experience
Level 3: Experience, beliefs, and opinions shared by others
Level 4: Objective observation
Level 5: Preponderance of the evidence
Common Claim in My School
Evidence to Support That Claim
Evidence Level (1–5)
* Standards of Evidence in Education-Document WSLA2011 folder
11. Feedback: The Most Powerful Impact on Student Learning
Criteria for effective feedback:
Accurate
Timely
Specific
Constructive
See…Read “The Learning Leader” By: ASCD
Copied from Slides:
4. Implementation
The impact of implementation on student achievement: How do you measure Implementation? Create an implementation rubric.
Questions:
Identify an instructional strategy that is important to you right now.
Describe an “acceptable” or “proficient” level of performance for this strategy.
Describe performance that is “progressing” but not quite proficient yet.
Describe performance that is “not meeting standards”—it hurts students and colleagues.
Describe performance that is “exemplary”—far better than “proficient.” This would
challenge even the most veteran and expert colleague to improve.